Digital media

About: Digital media is a research topic. Over the lifetime, 17508 publications have been published within this topic receiving 266693 citations. The topic is also known as: machine-readable data.

Media transfer protocol

Abstract: A computer device selected as a media server is connected to a consumer electronic (CE) device over multiple media transfer channels. The multiple media transfer channels together with an improved media transfer protocol allow for efficient, real-time transfer of different types of digital media, in various combinations, for playing on the CE device. Each type of media is transferred over its own dedicated channel according to its individual data rate. The improved media transfer protocol allows the data to be transmitted in either an asynchronous mode or a synchronous stream or timestamp mode depending on whether synchronization is desired. A dedicated control channel allows for the transfer of control information from the CE device to the media server as well as for resynchronizing media position of the server upon a change in play mode of the corresponding media.

Digital Contagions: A Media Archaeology of Computer Viruses

Abstract: Digital Contagions is the first book to offer a comprehensive and critical analysis of the culture and history of the computer virus phenomenon. The book maps the anomalies of network culture from the angles of security concerns, the biopolitics of digital systems, and the aspirations for artificial life in software. The genealogy of network culture is approached from the standpoint of accidents that are endemic to the digital media ecology. Viruses, worms, and other software objects are not, then, seen merely from the perspective of anti-virus research or practical security concerns, but as cultural and historical expressions that traverse a non-linear field from fiction to technical media, from net art to politics of software. Jussi Parikka mobilizes an extensive array of source materials and intertwines them with an inventive new materialist cultural analysis. Digital Contagions draws from the cultural theories of Gilles Deleuze and Flix Guattari, Friedrich Kittler, and Paul Virilio, among others, and offers novel insights into historical media analysis.

Digital Technologies and the Museum Experience: Handheld Guides and Other Media

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Designing with Blends: Conceptual Foundations of Human-Computer Interaction and Software Engineering

Abstract: This work talks about how recent research in cognitive science offers new ways to understand the interaction of people and computers and develops a new literacy for well-informed, sensitive software design. The evolution of the concept of mind in cognitive science over the past 25 years creates new ways to think about the interaction of people and computers. New ideas about embodiment, metaphor as a fundamental cognitive process, and conceptual integration - a blending of older concepts that gives rise to new, emergent properties - have become increasingly important in Software Engineering (SE) and Human-Computer Interaction (HCI). If once computing was based on algorithms, mathematical theories, and formal notations, now the use of stories, metaphors, and blends can contribute to well-informed, sensitive software design. In "Designing with Blends", Manuel Imaz and David Benyon show how these new metaphors and concepts of mind allow us to discover new aspects of HCI-SE. After 60 years, digital technology has come of age, but software design has not kept pace with technological sophistication; people struggle to understand and use their computers, cameras, phones, and other devices. Imaz and Benyon argue that the dominance of digital media in our lives demands changes in HCI-SE based on advances in cognitive science. The idea of embodied cognition, they contend, can change the way we approach design by emphasizing the figurative nature of interaction. Imaz and Benyon offer both theoretical grounding and practical examples that illustrate the advantages of applying cognitive concepts to software design. A new view of cognition, they argue, will develop a cognitive literacy in software and interaction design that helps designers understand the opportunities of digital technology and provides people with a more satisfying interactive experience.

Leisure Is Hard Work: Digital Practices and Future Competencies

Abstract: This volume has provided numerous examples of the often innovative ways in which children and young people explore who they are by using new, digital media. We have also seen that adults tend to react to these explorations in rather normative ways, either by celebrating how creative, innovative and media savvy young users are or by ignoring their output as unimportant or trivial, not to mention the many parents, policy makers, and teachers who deplore the results as inferior in cultural quality or who focus on the perceived risks involved in going online or communicating on the go. But what about adults’ reactions in a more collected fashion? How can, and could, schools as well as public and private corporations handle young people’s digital identity processes? Do they matter for these institutions? Should they matter? This chapter will attempt to answer these questions by focusing on education. The reason for this focus is simple: in many parts of the world, the impact of digital media on education has been one of the key issues in public debate and policymaking over the last two decades. Much has been made of the “information superhighway,” of the wiring of classrooms, and of the technical training of teachers and pupils. Much less has been made of the challenges posed to education by the more varied and often more advanced communicative skills and creative media practices developed by young people in their leisure time—through texting and blogging; through the editing of visuals, graphics, and sound; through gaming; and through the circulation of images and text via cell phones. Given the enormous expansion of these leisure activities, it seems timely that we begin to ask ourselves whether they should impact on educational priorities, and, if so, what these impacts and their implications might be. Let me state from the outset that I think they should, and the reason is this: young people’s digital practices promote the formation of competencies that are absolutely vital to their future, in an economic, social, and cultural sense. Adults need to recognize the validity of these practices in the spirit of democratic participation, and acknowledge young people’s right to have a voice and to be heard. However, societies also need to recognize and systematically develop these practices, because they are key to children’s chances of survival in this century which is already now marked by intensified global, and often mediatized, interaction and mutual dependence—both with people with whom we agree and with people with whom we may disagree. School is still a key site for joint competence formation, and so this is another reason for discussing the challenges posed to education by these new digital practices. In order to ground the discussion, I will describe a particular instance of youthful media production selected not for its spectacular results, but for its entirely mundane qualities